Practice article integrates collaborative leadership groups in veterinary education, suggesting improvements for leadership training.
Leadership education in professional graduate programs often prioritizes technical competency over relational and collaborative leadership capacity. This practice article describes the integration of collaborative leadership learning groups (CLLGs) into a graduate veterinary course on shelter operations consultation at Kansas State University. Drawing on leadership‐as‐practice development (LAPD) frameworks, this article details how the consultation team's own interactions become the “case” for leadership learning. We situate CLLGs within the broader landscape of practice‐based leadership pedagogies by briefly comparing this approach to the ontological‐phenomenological‐phronetic‐transformative (OPPT‐in) method. Practical implications for leadership educators seeking to embed LAPD into professional graduate curricula are discussed.
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Orchard et al. (2026) studied this question.
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